Journal 1

"Professors adjust their methods to reach technology-savvy generation" by Eleanor Yang Su

This article addresses the fact that teaching and learning in the college setting is changing with the arrival of the "Millennial Generation" also known as "Generation Y" or the "Echo Boomers". Su states that some professors are finding it challenging to adjust their teaching styles to meet these student's high expectations which are backed by the Internet and constant introduction of new electronic devices. One idea suggests that their compulsive multitasking may be a hindrance rather than helpful. The issue revolves around the importance of quality of work versus quantity (one question raised in the article was; What employer is looking for quantity rather than quality?). I think that employers are actually looking for both so it's necessary to find a balance between the two.
Su also reports some local statistics about the emergence of class websites and discussion forums in her article: she found that 31% of classes on the UCSD campus use them, 66% at SDSU and 40% at USD. I think our campus at CSUSM would rank high also, somewhere around SDSU. I have personally found that more of my classes use webCT than not. Su suggests that these types of programs are allowing students to be more socially connected in the classroom, both between students and with the instructors (about 1/3 of students reported e-mailing their professor at least once every two weeks). One professor (who has been teaching since the 70s) stated in the article that the use of technology in the classroom is actually "dumbing down students". Another stressed the importance of engaging students rather than entertaining them.

1. Am I a compulsive multitasker? I would say no. I'm usually doing more than one thing at a time if the tasks are easy but if something takes mental effort I usually just try to focus on the task at hand (like doing homework or studying for a test). The only time I usually multitask is when I'm doing chores or something that doesn't require much thought. The same goes for when I'm in a lecture, I usually TRY to take notes and pay attention rather than surfing the net.
2. How has webCT effected my classroom experience? I was scared of webCT at first until I got comfortable using it almost on a daily basis. Now I find it extremely helpful especially when changes to the syllabus are made, if an announcement is necessary (say of certain materials required to bring to lab) or if a professor has to miss a class session. I've also found myself communicating with my professors ALOT more, primarily through e-mail.